PSYCHOLOGICAL READINESS OF FUTURE PEDAGOGUES TO SOCIAL-PEDAGOGICAL ACTIVITY
| Autor: | Grynova, Maryna, Sayko, Natalia |
|---|---|
| Jazyk: | ukrajinština |
| Rok vydání: | 2018 |
| Předmět: | |
| Zdroj: | Aesthetics and Ethics of Pedagogical Action; No. 17 (2018); 160-171 Естетика і етика педагогічної дії; № 17 (2018); 160-171 |
| ISSN: | 2226-4051 2616-6631 |
| DOI: | 10.33989/2226-4051.2018.17 |
| Popis: | The article analyzes the concept of "psychological readiness", highlights the scientific position of the authors regarding its explanation, reveals the main components of the psychological readiness of future pedagogues for socio-pedagogical activities, namely professional consciousness, professional competence, professional activity, professional autonomy. Thus, professional consciousness is considered in the article as an awareness of the importance of own profession at the individual level, and then on the public one. The authors note that a future specialist should clearly understand the value of professional activity personally for him/her, to correlate it with his/her life dreams, needs (material and spiritual). Professional consciousness builds the foundation of professional competence, which is understood as the ability of a person, determined by the requirements of a particular labor activity in two criteria: successful mastery of the profession and the degree of personal enjoyment from the work. Also, the authors prove the necessity to develop an individual professional style for future pedagogues, which involves the uniqueness of the combination of individual features, opportunities, attitudes, insights of professional activities, their own professional preferences. Special attention in the article is given to create the conditions in which the student would show a professional activity, get new knowledge and transform into his own professional experience. The authors call such conditions the provision of opportunities to participate in volunteer activities in various organizations that solve socio-pedagogical problems, participation in international and domestic projects, organizations, student associations, etc. The authors also indicate the professional autonomy as an obligatory component of psychological readiness, which is based on knowledge of their duties, rights, principles of activity, legislative acts regulating professional activity and the ability to realize their own rights.The importance of future pedagogues' preparation not only for pedagogical, but for social-pedagogical activity and the priority direction of such preparation is the formation of their psychological readiness for the realization of the professional activity is emphasized. It is noted that social and pedagogical activity is an integrated term, which includes different aspects of many branches of science and spheres of life, then the process of formation of psychological readiness for this type of activity should be considered on the basis of the principle of integrity and activity of the individual using the entire potential of the environment. У статті аналізується поняття «психологічна готовність», висвітлюється наукова позиція авторів щодо його пояснення, розкриваються основні компоненти психологічної готовності майбутніх педагогів до соціально-педагогічної діяльності, а саме: професійна свідомість, професійна придатність, професійна активність, професійна автономність. Обґрунтовується важливість їх формування в умовах євроінтеграції України. Розкривається зміст кожного компонента та різні наукові підходи щодо їх тлумачення. Доводиться думка, що сформованість перелічених компонентів сприятиме утворенню соціальної активності, мобільності, відкритості до знань, незалежності, стійкості до негативних впливів соціуму сучасного фахівця освітньої сфери. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|